Physics concepts resources

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Task: calculate answer to questions about speed, distance, and time. Assessment focus: using a formula.

Task: Match terms with definition. Assessment focus: science vocabulary.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.